Adolescent Real World Simulation e-Learning Program

描述(由申请人提供)：该项目的目的是开发、实施和评估基于互联网的电子学习多媒体项目的使用情况，该项目将允许寄养社会工作者、教育工作者和其他青年工作者计划为期一天的真实世界模拟，使13-21岁的青少年寄养青年能够学习和练习独立的生活技能。关于寄养的研究表明，寄养系统没有使寄养青少年做好充分准备，使其能够从依赖他人的青少年过渡到独立、自给自足的成年人。因此，许多以前的寄养青年努力实现自给自足，在离开寄养家庭后往往最终生活在边缘。拟议的计划，青少年现实世界模拟(ARWS)电子学习计划，重点是那些与青少年寄养青少年合作的人。它还旨在帮助任何与青少年合作的专业人员发展在真实世界环境中计划和实施独立生活模拟所需的技能。在第一阶段，开发了基于互联网的青少年真实世界模拟模块ARWS简介程序，以向成人用户简要介绍如何使用准备、管理和后续这三个不同的组成部分来开发综合的一天的真实世界青年模拟(Griffin和Carter 2004)。第一阶段介绍部分还概述了编程对年轻人的好处，如何让社区企业参与进来，以及如何协调真实世界模拟的各个方面。第二阶段将全面开发真实世界互动时间表和学习模块、准备、管理和后续行动。电子学习过程的教育设计包括使用视频、图形、中级学习里程碑、可定制的文档和互动活动，以说明三个核心规划组成部分，同时教用户如何使用/访问互动时间表。该计划的所有部分都包含Real World工具包，该工具包将成为当前和未来规划真实世界模拟活动的持续资源。项目评估将被纳入，以衡量用户在计划、协调和完成真实世界模拟方面知识的增加，以及他们对电子学习计划的总体满意度，包括随后计划活动的动机。

DESCRIPTION (provided by applicant): The purpose of the proposed project is to develop, implement, and evaluate the use of an Internet-based eLearning multimedia program that will allow foster care social workers, educators, and other youth workers to plan one-day real world simulations that would allow adolescent foster youths, ages 13-21, to learn and practice independent living skills. Research on foster care reveals that the foster care system does not prepare foster teens adequately to transition from being dependent youths to independent self-sufficient adults. As a result, many former foster youths struggle to achieve self-sufficiency and often end up living marginally after leaving foster care. The proposed program, Adolescent Real World Simulation (ARWS) eLearning program, focuses on those who work with adolescent foster youths. It is also intended to assist any professional that works with adolescents to develop the skills necessary to plan and implement an independent living simulation in a real-world environment. In Phase I, the ARWS Introduction to an Adolescent Real World Simulation module Internet-based program was developed to brief adult users on how three distinct components, preparation, management, and follow-up, are used to develop a comprehensive daylong real world youth simulation (Griffin and Carter 2004). The Phase I introductory segment also outlines programming benefits for youths, how to involve community businesses and coordinate aspects of a real world simulation. A Real World Interactive Timeline and the learning modules, Preparation, Management, and Follow-up will be fully developed in Phase II. The educational design of the eLearning process includes use of video, graphics, intermediate learning milestones, customizable documents, and interactive activities to illustrate the three core planning components while teaching users how to use/access the Interactive Timeline. All the parts of this program comprise the Real World Toolkit which becomes an ongoing resource for current and future planning of Real World Simulation events. A project evaluation will be incorporated to measure increases in user's knowledge to plan, coordinate, and complete a real world simulation, and their overall satisfaction with the eLearning program including subsequent motivation to plan an event.